Shook 1

ENG101: English Composition I

101-43, TR, 12:30-1:45, MHRA 2210

101-47, TR, 2:00-3:15, MHRA 2210

Instructor: Dr. Lauren Shook Email: ffice: Curry 335C

Office Hours: M, 9-10; TR, 11-12 Mailbox: MHRA 3314

Emailing: Check your uncg.edu account daily. I check email Monday-Friday, 9am to 5pm, and should respond within 24 hours. If after 24 hours, I fail to respond during the mentioned hours, please resend your email.

Course Catalog Description:

English 101 satisfies three of the six hours of the Reasoning and Discourse (GRD) requirement at UNCG, which asserts that students “gain skills in intellectual discourse, including constructing cogent arguments, locating, synthesizing and analyzing documents, and writing and speaking clearly, coherently, and effectively” (

In addition, English 101 is designed to address Learning Goal #1 (LG1) in the UNCG General Education Program. This is the ability to “think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies.” (

The following are English 101 Student Learning Outcomes (SLOs), each of which corresponds to both the GRD goals and to LG1:

  1. Analyze the content and structure of complex texts (written, oral, and/or visual in nature);
  2. Compose cogent, evidence-based, argumentative texts;
  3. Identify and employ the rhetorical triangle, the canons, and the appeals in both formal and informal discourse;
  4. Summarize, quote, paraphrase, and synthesize source material in support of an argument;
  5. Employ drafting, peer review, and revision techniques in order to improve content, style, and structure of their own writing;
  6. Appraise their own composing abilities and composing processes through critical reflection.

Section Description:

In ENG 101, students learn the craft of academic writing via conversations about food, which surround us daily. This course emphasizes academic writing as a conversation, which writers should enter ethically and responsibly. By reading and responding to local and national conversations about food, students will review writing skills (thesis statements, organization, grammar and mechanics), develop individual writing processes, and become persuasive rhetors of written arguments.

Required Texts, (Purchase the Correct ISBN #):

A Place at the Table. Dir. Kristi Jacobson and Lori Silverbrush. Perf. Jeff Bridges. Magnolia Pictures, 2013. Film. (library, Amazon Prime, or purchase a physical copy)

Canvas--readings posted here

Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say/I Say. 3rded. New York: Norton, 2014. ISBN: 9780393935844

McGuire, Meghan H., et. al, eds. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil, 2015. ISBN 978-0-7380-7732-1

Readings on Canvas

Recommended Materials:Internet and computer access; Purdue Owl; folder for course materials

Course Work and Evaluation

Three 5-page formal essays (10% each)30%

  • Three Writing Group Peer Reviews***5%
  • Three Revision Reports***5%

Group Responses to Guest Speaker5%

Portfolio, with Critical Rationale Essay35%

Informal Assignments (10 total)10%

Participation/Group Work10%

***must have completed all three responses on each due date to receive full credit

Late Work Policy: Formal essays earn a penalty of a *full-letter grade* per every day late, including the weekends. Late means you submitted the assignment *any* time after scheduled class time. All other work *may not* be made up or submitted late.

Description of Course Work

Three 5-pageFormal Essays (30%)

  1. Rhetorical Analysis(SLOs 1-6)
  2. Argument Paper (SLOs 1-4)
  3. Researched Argument (SLOs 1, 2, and 4)

Each essay must meet the following requirements to receive full credit:

  • MLA format
  • Meet the page-length minimum
  • Draft 1 submitted through Canvas to Writing Group by due date.
  • Revised Draft submitted through Canvas to Dr. Shook by due date.
  • Copy of Writing Group Peer Review
  • Revision Report

For each missing requirement, students will be deducted 1 full letter grade on the individual essay, without exception. For example, a ‘B’ paper that is not in MLA format and has not been submitted to a Writing Group would automatically receive a ‘D.’ All essays must be submitted through Canvas.

Writing Groups and Peer Reviews (5%): You will submit a first draft of each formal essay to your assigned writing group of 3-4 classmates (peers) and to me by posting on Canvas by the scheduled due date. Writing Group members are to read each other’s first drafts, provide feedback via Canvas, and discuss the feedback on the scheduled Writing Group Day. To participate in Writing Group Days, you must have submitted your first draft via Canvas on time; provide adequate peer responses; and be present in class on the scheduled writing group day. All due dates are noted on the course schedule and on Canvas.

Final Portfolio (35%): ENG 101 concludes with a final portfolio consisting of a an argument-based, critical rationale essay (4-6 pages) that analyzes the writer’ssemester-long progress and articulates the rhetorical choices made by the writer in addition to the strengths and weaknesses of the portfolio. The portfolio consists of 2-3 final formal essays. For each selected essay, the portfolio must also the first draft with peer responses and the revised, graded draft with a revision report. Throughout the semester, you should keep all informal and formal writing assignments for your portfolio. All required documents will be submitted in a single file (Microsoft Word of PDF) that you will submit to me via Canvas. More details TBA.

Informal Assignments (10%): There are 10 total informal assignments (IA). Some assignments are submitted through Canvas prior to class; others are completed in class. Check the course schedule for due dates. I do not acceptlate submissions on IA assignments. You may notmake up IA assignments. If you miss class on a day that an IA assignment is due or on a day that you are completing an in-class IA assignment, it is your responsibility to consult with me regarding if the assignment may be submitted early.

Class Participation / Group Work (SLOs 1-6), (10%): Any good course depends upon the students’ active and thoughtful engagement with the assigned course material. In preparation for class, you should come to class with at least one specific question or response about the text(s) for that day. I do call upon individuals. At midterm, you will be asked to evaluate your own participation using the below rubric, and at the semester’s end, I will evaluate your final participation based on the below rubric and whether you’ve decreased/increased participation since midterm.

Participation Rubric

  • ASuperiorcommunicative skills; excellent preparation for class discussion; always volunteers; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities.
  • BGood communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities.
  • CAdequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during group activities.
  • DLimited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws: consistent tardiness; disruptive; etc.]
  • FWeak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying the course texts; or not making up missed material); never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities.

Classroom Policies

ATTENDANCE: Class attendance is crucial for your success in this course. As mandated by the College Writing Program, students in a Tuesday/Thursday class agree to the following attendance policy:

  1. Two Absences: no penalty
  2. Three Absences: half-letter grade deduction for the course
  3. Four Absences: automatic failure
  4. I do *not* distinguish between excused and unexcused absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc. For this English course, the College Writing Program’s attendance policy supersedes any other.
  5. Attendance at the final exam period is included in this maximum allowance.
  6. You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed absences. If you plan to miss class because of religious holidays, you must notify me in advance of your absence.

In addition to the College Writing Program’s guidelines, I, Dr. Shook, require that students come to class on time and stay for the entire class:

  1. Arriving to class late (5 minutes or more) counts as a tardy. Two tardies is one absence.
  2. If you are more than 10 minutes late, you are counted absent.
  3. Leaving class early (10 minutes or more) counts as an absence.
  4. Tardy students or those leaving early are required to sign their names to a sheet located in the back of the classroom.

Please Note:

Come to me with extenuating circumstances (uncontrollable acts of the universe). If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., then you should immediately contact the Dean of Students Office for advocacy ( You can use that department email, () and provide your name, your UNCG ID number, a telephone number that you can be reached, and a general description of why you would like to meet with a staff member. If your situation is urgent, you may opt for a walk-in appointment (Monday – Friday from 9:00 am to 4:00 pm), and the staff will connect you with the appropriate person as soon as possible. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

ELECTRONICS POLICY:

  1. All cell phones, smart phones, and iPods should be turned completely off and put away in your bag before class begins. If you foresee an emergency that will require you to access your cell phone, you must notify me at the beginning of class and I will use my discretion. The first time the electronics policy is violated (such as a phone ringing during class or a student is caught text messaging or surfing the web), that student will be given a warning. The second and subsequent times, the student will be asked to leave the class and will be counted absent for the day.
  1. Laptops, tablets, or other internet-enabled devices may be used in class to take notes pertaining to our class, to view documents on our Blackboard website, or to engage in class-related activities as approved by the instructor. Any student who uses a laptop for any activity not relevant to this course during class time will not be allowed to use a laptop in class again. To be perfectly clear: one violation means no laptop use.

Other Important Info

Academic Integrity

“Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated”—UNCG’s Academic Integrity Policy. To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at < I expect you to abide by the Academic Integrity Policy.

What is a Violation of the Academic Integrity Policy? :

  • Plagiarism includes misrepresenting outside sources (improper quotation; failure to cite sources, etc.); submitting someone else’s essay as your own; having another person write your essay for you; and re-submitting an assignment from another class without permission from the instructor.
  • If you have any questions about what constitutes as a violation of the academic integrity policy, ask!

Penalties for Violating the Academic Integrity Policy

  • Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at
  • Upon first violation: automatic failure of the assignment.
  • Upon second violation: automatic failure of the course and recommendation for suspension from the university.

Office of Accessibility Resources and Services

Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Accessibility Resources and Services on campus before such accommodations can be made. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday-Friday. Telephone: 334-5440; email: .

The Learning Center

The Learning Assistance Center offers free services to the entire UNCG undergraduate community and is located in McIver Hall, rooms 101-104, and 150. For help with study skills, contact Erin Farrior, Academic Skills specialist. Telephone: 334-3878; email: .

The Multiliteracy Centers
The University Writing Center ( (see below)
The University Speaking Center (
The Digital Act Studio ( housed in the Digital Media Commons
(

The Writing Center

The purpose of the Writing Center is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing project. Staff consultations are experienced writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students find answers to their questions about writing, and provide one-on-one instruction as needed. Location: Moore Humanities and Research Building, 3211.

Course Schedule

For each class meeting, consult the course schedule for that day’s assignment(s). You are to read the assigned readings before class, bring them to class, and be prepared to discuss them.

I reserve the right to make changes in the daily schedule as needed.

Key: RA—Rhetorical ApproachesTSIS—They Say / I SayC—Canvas

Week 1Unit 1: Welcome / Class Objectives

8/18, TC: Syllabus, Essay Assignments, Portfolio, Writing Groups

8/20, RC: Syllabus, Essay Assignments, Portfolio, Writing Groups

Informal Assignment 1: Introductions, Letters, and Readings (Canvas by 11:00am)

Week 2Unit 2: Selling Food

8/25, TRA: Blades, “Reading Critically,” 57-64

C: Panera Bread, “Food as It Should Be”

C: Essay 1 Assignment Sheet

RecommendedReadings: RA: Sample Rhetorical Analysis Essay

Informal Assignment 2: Punctuation Quiz (Canvas by 11:00am)

8/27, RRA: Babb, “An Introduction to Rhetoric” 3-12

RA: Berrier, “RhetoricalContext” 21-24

C: Videos and Images of Food Ads

Week 3

9/1, TRA: Shook, “Reading for the Rhetorical Appeals,” 33-41

C--Panera Bread, “Food as it Should Be” and Snickers Super Bowl 2007

Informal Assignment 3: Rhetoric Quiz (Canvas 11:00am)

9/3, RRA: Shook, “Writing a Rhetorical Analysis,” 175-183

RA:Laminack, “Rhetorical Analysis and Visual Media,” 206-213

C--Panera Bread and Snickers commercials (from 9/1, T)

Recommended Reading: RA: Romanelli, “Writing with the Rhetorical Appeals,” 25-32

Informal Assignment 4: Ad Selection/ Brainstorming (in-class)

Week 4

9/8, TRA:Berberyan, “Understanding Tone and Voice,” 83-87

C--Chopped, “We Love Leftovers”

ESSAY 1, DRAFT 1 DUE (post on Canvas by 5:00PM)

9/10, RWriting Group--Essay 1 (bring peer responses to class)

Recommended Reading: RA: Ensor, “Viewing Peer Review as a Rhetorical Process,” 137-141

Week 5Unit 3: Buying Food

9/15, TA Place at the Table (watch in its entirety)

TSIS: “Introduction: Entering the Conversation,” 1-14; and Ch. 1, “They Say,” 19-28

C--Essay 2 Assignment Sheet

Recommended Reading: C: Sample Argument Essay

Informal Assignment 5: Subject/Verb and Pronoun/Antecedent Agreement (Canvas 11:00am)

9/17, RC: Backpack Beginnings website (familiarize yourself)

C: Spartan Open Pantry website (familiarize yourself)

C: “Food Pantries on the Rise at College Campuses,” HuffingtonPost.com

Recommended Reading: TSIS: Ch. 2, “Her Point Is,” 30-40 and Ch. 3, “As He Himself Puts It,” 42-50

Speaker 1: Parker White from Backpack Beginnings (Greensboro)

Group Response Due(in class)

Speaker 2: Emily Saine from Spartan Open Pantry (UNCG)

Group Response Due (in class)

ESSAY 1, FINAL DRAFT DUE(submit through Canvas by 5PM)

Week 6

9/22, TTSIS: Ch. 4, “Yes / No / Okay, But,” 55-67 and Ch. 5 “And Yet,” 68-75

RA: Alison, “Situating Evidence through Contextualization,” 140-146

C: Christine Muhlke, “Growing Together,”nytimes.com

Speaker 3: Linda Anderson, Starmount Community Garden

Group Response Due (in class)

9/24, RTSIS: Ch. 6, “Skeptics May Object,” 78-90

C: UNCG Garden website (familiarize yourself)

Speaker 4: Dr. Susan Andreatta

Group Response Due (in class)

Informal Assignment 6: Quoting/Summarizing (Canvas 11:00am)

Week 7

9/29, TC: The Onion,“Woman a Leading Authority on What Shouldn’t

Be in Poor People’s Grocery Carts”

ESSAY 2, DRAFT 1 DUE (submit through Canvas by 5PM)

10/1, RReadings: TSIS: Ch. 8, “As a Result,” 105-118

Writing Group--Essay 2 (bring peer responses to class)

Week 8MIDTERM REVIEW

10/6, TCONFERENCES--no class

Informal Assignment 7: Participation Review (bring to conference)

10/8, RCONFERENCES--no class

Informal Assignment 7: Participation Review (bring to conference)

Week 9Unit 4: Preparing and Eating Food

10/13, TFALL BREAK--no class

10/15, RRA: Wooten “Finding a Conversation to Find Research,” 106-110

RA: Dale, “Conducting Academic Research,” 123-133

C:Essay 3 Assignment Sheet

ESSAY 2, FINAL DRAFT DUE (submit through Canvas by 5PM)

Informal Assignment 8: Brainstorming Research Topics (in-class)

Week 10

10/20, TRA: Compton, “Rhetorical Elements of Academic Citations,” 154-168

C: Donald Rose, “Food Stamps, the Thrifty Food Plan, and Meal Preparation;”

C: Molly Roberts, “Cheap Eats;” Leanne Brown, Good and Cheap (excerpt)